How To Enhance Science Education in a New Curriculum System of Bangladesh
Science Education in a New Curriculum System of Bangladesh, The Future of Our Nation Depends on Science Education. In the quest for a brighter future, science education serves as the cornerstone of progress. Effective science education during early school years should be viewed as the catalyst for nurturing quality higher education.
Our mission is clear: not only to produce outstanding doctors and engineers but also to foster the growth of exemplary researchers in core sciences such as physics, chemistry, biology, and mathematics. These future leaders will spearhead groundbreaking research in various fields, engineering, and homegrown technologies, and drive the growth of our knowledge economy. Without this commitment, we risk remaining mere technology implementers and consumers, rather than emerging as creators of new science and technology.
Science Education in a New Curriculum System of Bangladesh for 2024
Regrettably, the eagerly anticipated new curriculum set to debut in January 2024 appears to underprioritize Science Education. In this sweeping reform, the traditional streams for the 9th and 10th grades will be phased out. Under the new system, ninth graders will no longer have the option to choose a specialized stream, be it science, humanities, or business studies. Instead, all students will follow a uniform curriculum featuring ten mandatory subjects. This is a substantial departure from the existing system, where students are encouraged to specialize and delve deeply into their areas of interest starting from the ninth grade.
In the current framework, a ninth-grader who selects the science stream commits to studying 400 marks in science subjects, encompassing physics, chemistry, biology, and higher mathematics. However, the new curriculum amalgamates all science subjects into a single 100-mark entity, labeled simply as “science.” This transition is profound and comes with potential repercussions.
A Shift in Marks Allocation
Under the current Science Education system from 2017, a student must accumulate 1300 marks in the Secondary School Certificate (SSC) exam, with science subjects contributing a significant 400 marks, constituting 31% of the total marks. However, in the upcoming curriculum, students will be required to study a solitary 100-mark science subject, making up only 10% of the total marks. This drastic alteration in mark allocation may introduce new challenges.
Higher Secondary Education at Stake
In Higher Secondary Certificate (HSC) programs, students are currently exposed to 200-mark physics, 200-mark chemistry, 200-mark biology, and 200-mark mathematics, each subject separately tailored to their specific nuances. This distinction is crucial for building a strong foundation in the sciences. With the new curriculum’s blanket approach to Science Education, there is a genuine concern that the number of students pursuing science at the HSC and higher levels may decline, potentially impacting our future pool of scientists, engineers, and researchers.
Nurturing a Love for Science
Our aspiration should be to emulate the Science Education systems in many countries where students have the freedom to select subjects of their choice at the secondary level. In these countries, subjects like physics, chemistry, and mathematics are taught separately, allowing students to delve deep into the intricacies of each. For instance, China’s education system ensures students complete junior secondary school between the ages of 12 and 15, teaching mathematics and physics separately and comprehensively.
Similarly, in the UK, secondary students have the liberty to explore subjects of their choice, be it science, arts, or social sciences. The key to our success lies in popularizing and generating interest in core science subjects among our school students. We must ensure that they can pursue their dreams of becoming scientists, doctors, or engineers. The new curriculum should be designed to ignite the flames of curiosity and passion for science.
The Peril of Condensation
While streamlining can be beneficial in some Science Education instances, the condensation of core science subjects like physics, chemistry, and biology may inadvertently dull students’ enthusiasm for these subjects in the long run. The beauty of these fields lies in their depth and intricacy, and we should be cautious not to rob our future scientists of the opportunity to explore their chosen disciplines in all their richness.
In conclusion, we stand at a crossroads with the impending curriculum changes. Our nation’s future hinges on our ability to cultivate the next generation of scientists, engineers, and researchers. We must tread carefully and ensure that the new curriculum sparks curiosity, nurtures passion, and equips students to excel in the sciences. Science Education is the key to unlocking the doors of innovation, and it’s our responsibility to keep those doors wide open for our students.
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